1. BEECON 20061 Using good practice in teaching and learning to minimise the need to make reasonable adjustments for disabled students Peter Farrell and Rosie Middlemass The University of Bolton

2. BEECON 20062 1. Introduction – the problem 1. SENDA, 2001 2. Anticipatory responsibility 3. Sight loss, hearing loss, mobility 4. ABECAS – four guides 5. Reasonable adjustments – good practice ?

3. BEECON 20063 2. The literature NDT – now Action on Access SKILL Teachability, Doyle and Robson, SWANDS DART Fieldwork, laboratories, placements Assessments on-line

4. BEECON 20064 3. Methodology Literature Survey documents of four UK HEIs for ‘barriers’ - focussed on: Learning outcomes Teaching and learning Assessment Verification process Action points and discussion – four guides

5. BEECON 20065 3. Methodology (continued) Barriers – type 1 – semantics – ‘understand’ not ‘do’ – type 2 – make reasonable adjustments – type 3 – no adjustment possible – needed to maintain prescribed standards

6. BEECON 20066 4. Results / action Type 1 barriers – remove from learning outcomes and assessments - documentation Type 2 barriers– make reasonable adjustments in assessments and teaching and learning Electronic learning material in advance Material in accessible formats – house style

7. BEECON 20067 5. Conclusion Documentation Anticipation ? Adjustments or good practice ? Dyslexia as the ‘driver’ ? Staff training ? Professional institutions ? Type 3 barriers ? Must do better !